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SUCCESSFUL COURSE REDESIGN

SUCCESSFUL COURSE REDESIGN. A Case Study Using MyReadingLab Supported by FIPSE Grant Dr. Xiaoping Wang NORTHEAST STATE COMMUNITY COLLEGE November 11, 2011. Course Redesign: Charting the Process.

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SUCCESSFUL COURSE REDESIGN

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  1. SUCCESSFUL COURSE REDESIGN • A Case Study Using MyReadingLab Supported by FIPSE Grant Dr. Xiaoping Wang NORTHEAST STATE COMMUNITY COLLEGE November 11, 2011

  2. Course Redesign: Charting the Process • Make data driven decisions on course redesign and start with assessment of current course status to identify problems to solve • Develop clear attainable redesign goals • Obtain faculty buy-in and build a campus-wide team • Determine course of action based on best practice research and use of technology • Secure adequate resources for redesign implementation and sustainment

  3. Course Redesign: Charting the Process • Carry out pilots as necessary before full implementation • Conduct on-going assessment for further improvement and to close the loop • Be prepared for bumps and have a process and procedure in place to make necessary changes • Provide strong leadership and support throughout the process of the redesign

  4. A Case Study of Course Redesign • Northeast State Community College • Course for redesign: Basic and Developmental Reading • Course required as prerequisite for majority of college level courses • Annual reading enrollment: 550-600 • Redesign piloted starting spring 2008; now fully implemented

  5. Make Data-Driven Decisions • Data at state level: TBR DSP redesign initiative and Complete College TN Act • Data at institutional level: Low retention and graduate rates of developmental students • Data at course level: • Historical high course failure and withdraw rates • “One size fits all;” lack of individualization • Instructor centered • hindrance to students’ timely progression • Multiple small class sections and high costs

  6. Build a Strong Redesign Team • Take the bottom-up (vs. top-down) approach and create faculty-driven redesign • Allow faculty to express doubt and concerns to be explored and addressed • Introduce faculty to innovative redesign ideas/best practices/models and provide resources for professional development • Develop a core group and build a campus wide team to carry out pilots

  7. Develop Clear, Attainable Goals • Create a student centered active learning environment with assistance of technology • Create an assessment based flexible learning mode and allow individualization of the learning process • Provide individual assistance • Improve student learning outcomes • Reduce program cost

  8. Develop a Course of Action • Student centered learning environment: • Reading Emporium • Weekly Reading Group meetings • Mandatory weekly hours to allow hands-on learning in Reading Center • Individualization and individual assistance by using technology: • Learning materials: MyReadingLab, web-based, interactive, modularized with pre/post assessment; individualized study plan • Web course enhancement through D2L and Tegrity lecture recordings • Reduce program cost

  9. Secure Sufficient Resources • Institutional Resources: • Existing resources • Reallocation of internal resources • Other resources such as “Technology Fees” • Savings from the redesign • External Resources • Grants • Fund raising • Community support

  10. Conduct On-Going Assessment • The course success rate in the redesigned reading course increase by up to 6%. • The common test results of the redesigned reading course indicated a 20-point gain vs. 8 points in traditional reading classes. • Redesigned reading students’ success rates in subsequent college level courses were up to 11% higher than those of traditional reading students. • Thirty-five percent students early exit the course • Per-student-cost was lowered from that of the traditional course for a savings of 48%

  11. What We Have Learned • Course redesign takes a paradigm change in pedagogy of teaching and learning • Course redesign will not be successful and cannot be sustained • unless faculty are fully behind it • unless administration fully support it • Course redesign is sustainable when there is a process in place for on-going assessment • A cross-campus team is a must: faculty, administration, staff of IT, admissions, and financial aid.

  12. SUCCESSFUL COURSE REDESIGN Questions and Comments Contact: Xiaoping Wang xpwang@northeaststate.edu Phone: 423.354.2552

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